With exams approaching this is a short article with reminders and advice for anyone about to take a mathematics exam and who will need to use a scientific calculator.The most common calculator problems are:

- setting up the calculator in the right mode

- not being able to find the calculator manual!

- remembering to change calculator modes

- rounding and inaccurate answers

Why Use a Scientific Calculator?

Scientific calculators all use the same order for carrying out mathematical operations. This order is not necessarily the same as just reading a calculation from left to right. The rules for carrying out mathematical calculations specify the priority and so the order in which a calculation should be done - scientific calculators follow the same order. This order is sometimes abbreviated by terms such as BODMAS and BIDMAS to help students remember the order of doing calculations.

1st. Brackets (all calculations within a bracket are done first)

2nd. Operations (eg squaring, cubing, square rooting, sin, cos, tan )

3rd. Division and Multiplication

4th. Addition and Subtraction

Being aware of this order is necessary in order to use a scientific calculator properly. This order should always be used in all mathematical calculations whether using a calculator or not.

Scientific Calculator Check

There are two types of scientific calculator, the most recent type being algebraic scientific calculators. Algebraic scientific calculators allow users to type in calculations in the order in which they have been written down. Older scientific calculators need users to press the mathematical operation key after they have entered the number.

For example to find the square root of nine (with an answer of three) press: [button]

Algebraic scientific calculator: [SQUARE ROOT] [9] [=]

Non algebraic scientific calculator: [9] [SQUARE ROOT] [=]

Both these types of scientific calculator are fine for exams, but make sure you know how to use your own type.

If you are not sure whether you have a scientific calculator or not, type in:

[4] [+] [3] [x] [2] [=]

If you get an answer of 14, then you have a left to right non-scientific calculator.

If you get an answer of 10, then you have a scientific calculator as it has worked out the multiplication part first.

Lost Calculator Manuals

Calculator manuals tend to get lost very easily or you can never find them as an exam is approaching. A frequent request is what can you do if you have lost your calculator’s manual? If it is a relatively new model then you can download a copy from the manufacturer’s web site. If it is an old Sharp or old Casio calculator manual then you can still find these on the internet. Even with search engines, finding these manuals can take some time - the following link has information about new and old calculator manuals for Casio, Sharp, Hewlett-Packard and Texas Instruments: here.

Calculator Mode

Now that you have your calculator manual you can set your calculator to the correct settings. The standard settings are usually:

COMPUTATIONAL:

(use MODE button – choose normal not stat) NOT: SD or REG

DEGREES:

(use MODE or DRG button) NOT: RAD OR GRAD

NORMAL:

(use MODE or SETUP and arrow keys) NOT: FIX, SCI, ENG

Many calculators have a reset button on the back that can be pressed in using a pen or paper clip if you want the original factory settings.

The most common mistake is to leave your calculator in a previous mode and FORGETTING TO CHANGE IT BACK AGAIN ! (We’ve all done it, just try to avoid doing it in the exam !)

Common Calculator Mistakes

(a) Pressing the DRG button by mistake and not doing trigonometry questions in DEGREES mode. (If you are doing more advanced work then forgetting to change out of DEGREES mode !).

(b) Borrowing an unfamiliar calculator or getting a new calculator too close to the exam and not being familiar with the keys and how to change modes.

(c) Forgetting to write down and check work. Any exam with a calculator should have a warning on it! It is essential to write down the calculations that you're doing so that you can get method marks. You should also try and double check all calculations in case of pressing a wrong button.

(d) Rounding before the end of a calculation. Store calculations in the memory and use all the decimal places during calculations. If you use a rounded value too soon then you will lose accuracy.

(e) Forgetting to use brackets on division calculations (e.g. when dividing by ALL the bottom part of fraction).

Many calculators are now very powerful and have amazing computational power. Some of the programmable calculators are mini computers. Although they will all calculate 100% accurately every time, unfortunately they are only as good and as accurate as their operator!

It is often the case that candidates perform better without a calculator as it is very easy to make simple mistakes when using one. If you can do so, it certainly helps to have an idea of the rough size of the answer, so that you can see if an answer is sensible or not. It is also a good idea to repeat all calculations just in case you have made a key press error.

The Author

Nicholas Pinhey is the designer of fast GCSE Maths Revision Cards. These include the fastest and best methods for the calculator and non-calculator GCSE Mathematics exam papers. Visit Revision Cards for more information on fast GCSE Mathematics exam revision.

(1) What is GCSE Mathematics Coursework?The coursework element of GCSE Maths consists of two extended tasks (investigations), each worth 10% of the final mark. Altogether coursework is worth twenty percent of the Maths GCSE. One task is an Algebraic Investigation, and one task is a Statistical Data Handling Project. Each piece is done under the teacher's supervision in the classroom, not under exam conditions, so students are allowed to discuss their ideas with each other. Extra time is usually allowed at home, and the total duration is usually about two weeks. The teacher is allowed to support and direct the students, but the students will need to work more independently and be able to think mathematically for themselves, finding their own mathematical conclusions.(2) What does the Maths Teacher do?

The maths teacher has to work differently during GCSE coursework tasks, as it is not possible just to tell the pupils what to do, or to give undue assistance. Some students find this change hard, as it means that they have to be less dependent upon their teacher for advice. The teacher can help the students (usually by asking questions) so the students can then come to their own conclusions about the work. The teacher can help the students stay on track but if the teacher has to give assistance and has to tell a student what to do, then the student is not eligible for those marks. The teacher can note any relevant verbal contribution if it has not been written down in the final written work. Usually the students’ own class teacher marks the coursework, using the exam board guidelines, and the marks are sent off to the exam boards in April each year.(3) Why is GCSE Maths Coursework different from normal lessons?GCSE Maths coursework is different from normal lessons as students have to work on a larger extended task, rather than answer lots of smaller questions from a text book. They also have to come up with their own questions about the task, which they then try and answer. The students need to work consistently over a longer period and also need to write down and explain what they are doing, and what they have found, using sentences (which pupils don’t usually do in maths lessons).(4) What are the most common problems faced by students?Some students find adjusting to these more open-ended tasks quite difficult. Usually work in GCSE maths lessons is broken up into many smaller questions, whereas in maths coursework they have to break the task into smaller parts for themselves. (Teachers can help direct students, and help them with short term goals). Students often find it hard to think for themselves about what they should be finding out, as usually they are told what they should be doing – in GCSE coursework tasks, students need to come up with their own questions, which they can find very hard. This means it can take students longer to get started on each section. Some students also find it very difficult to write down everything that they have done and found out - it is a requirement that there is evidence of all the pupil’s work. Students often don’t finish because they take it too easy in the first week and then run out of time in the second week.(5) How can students be helped with Maths GCSE coursework?Although it may be tempting to help students, it is important that students are NOT told what to do by someone else. They can be asked questions about the work, and then they can use the answers they give to help them decide what to do next. It is important that undue assistance is NOT given, as their teacher needs to be sure that it is all the student’s own work.A problem can happen when a maths tutor, or another person, has given too much help to the student, who then hands in work of a much higher standard than usual. This is a common scenario for the maths teacher to sort out if undue assistance has been given. Usually this is the case when the language and methods used are different from those that were taught by the teacher. The teacher then has to find out which parts are the student’s own work, and which parts they have had help on. If there is any doubt about whose work it is, then the coursework may be given a zero mark and the student’s conduct investigated by the exam board. The best advice is to try and avoid this situation altogether: the pupil should see their own maths teacher if they have any questions, and to ask their teacher what they should do next. This way the maths teacher stays in touch with what they are doing and how they are doing it.(6) PlagiarismOn no account should pupils use the internet and the pieces of coursework that are available there. Plagiarism is taken very seriously by the exam boards – if discovered, this would put into jeopardy all the GCSE exams that the student is entering. Possible warning signs to look out for are:- a sudden increase in volume of computer printed work- a different writing style or more mature use of vocabulary- an unusual credit card payment (as payment is usually needed)(7) ConclusionsAlthough Mathematics GCSE coursework is worth twenty percent of the final overall mark, it is not worth the student jeopardising their exam future by getting undue assistance in the form of extra help, or using coursework from the internet. The difference between these extra marks, and what the pupil could actually produce themselves, is usually quite small, and worth only a few marks. In any case it is certainly not worth the risk of what would happen if they were found out, so the student should do their own coursework tasks. Students should allow more time to complete coursework tasks as they take up more time than a usual homework.(8) Revision is Four Times more ImportantEven more important is the other 80% of the marks on the GCSE Mathematics exam papers. It is essential that the students have revised enough of the syllabus in order to get enough marks on the exam. When students are revising all their GCSE subjects, it is important to choose revision materials that will enable fast and efficient revision for each subject’s exam.

The AuthorNicholas Pinhey is a leading teacher/author, and the designer of fast Revision Cards for GCSE Mathematics. Visit RevisionCards.co.uk or gcse-maths-revision-cards.co.uk for more information on fast GCSE Maths exam revision.

THE long-standing intense debate on the medium of instruction for teaching Science and Mathematics has now reached its finality.

Those among us who pleaded passionately for the two subjects to be taught in English should welcome the government’s pragmatic policy to strengthen the teaching of English.

Let us contribute ideas as to how we can help to strengthen the teaching of this global language among our teachers and students.

English is not the native language for many of us. But we can try to make the transition from non-native language use to near-native language use.

This will undoubtedly strengthen English language education here and elsewhere where it is not used as a country’s major language, but as a second or a foreign language with a limited role for it.

To raise the quality of English language teaching, a paradigm shift is essential. The quality of teachers recruited and assigned to teach the language is central to the whole issue.

An increase in hours allocated is secondary. An increased amount of language instruction may not always translate into intake for the learners without meaningful learning and efficient teaching.

Quality teachers play a key role in the government’s desire to strengthen English language education in the country. Veteran English language educators may identify, among others, the following.

English language teachers ought to be committed to their chosen vocation.

Commitment necessitates that we continue to excel in our profession. Gaining a professional teaching qualification is not the end, but the beginning of a journey that requires ongoing learning and a passion for teaching.

English language teachers and students today are fortunate to have access to the internet and cable television which were non-existent not too long ago.

What made students excel in English before the advent of these two mediums?

They relied mostly on their teachers, books in the library and the few newspapers and magazines available. They were avid readers, reading, including popular adventure books and comics.

For successful language learning, motivation has to be mutual. On the part of the teachers, the motivation to have a fluent command, to be able to speak the language in a way which is intelligible to many and use the language in a grammatically appropriate manner must always be there.

The task of teaching English should not be left to people who have inadequate training or are not cut out to teach the language.

That would be a great disservice to the pupils whom we are entrusted to teach to the best of our ability.

The training should be ongoing in the form of in-service training, attending professional gatherings and even actively participating in academic seminars and the like.

Teachers need to evaluate the effectiveness of their performance through peer feedback for further professional growth. They need to create a conducive environment in the classroom for meaningful language learning to take place.

English language teachers must habitually expose themselves to very good models of the language by listening to the major news networks whose anchors have international intelligibility.

By attentively listening to such programmes, teachers could become aware of contemporary use of the language.

Teachers may engage in action research, which is small scale research involving their own students and the institution they are employed in.

One may study the common grammatical errors committed by them, their spelling difficulties, limited and incorrect vocabulary use and pronunciation problems.

By identifying such weaknesses, teachers can help to minimize the students’ learning difficulties and prepare them for higher academic study where writing assignments is a common feature.

Teachers can be linguistically active by writing to newspapers, posting their comments online, expressing their feelings and sharing their opinions.

English language teachers need to show interest in the literature of the language as well, besides the methodology of teaching.

By reading the contemporary and previous literary works, teachers may be able to appreciate and enjoy the language they are teaching.

The modern English teacher has to be one who is comfortable with the language in its various contexts, occupational as well as social. He or she must develop the confidence to be able to carry on a conversation with those who speak the language habitually.

Employing qualified language teachers from countries whose majority population uses English is a welcome move.

This will give their local colleagues increased opportunities to be exposed to the attributes of natural native speech and increase their self-esteem to use the language.

It is through the factors outlined above, among others, that we can positively hope to strengthen English language education in Malaysia and other countries with a similar experience.

Some may feel that it is too much to ask of our teachers. But then for our own self-improvement and the students to excel in this international language which is a window to the world, we can make a difference to their language ability.

That may be considered as educational patriotism whereby we play our part to contribute to the Education Ministry’s target of providing quality education to our country’s young ones.

The writer is an Assoc. Prof in the Department of English, International Islamic University Malaysia.

FOR YEARS, Star-NiE has been strongly associated with English teachers who are seen as the “ambassadors” of the newspaper-in-education (NiE) programme. They carry out English lessons using the The Star and oversee the annual contests which their students participate in.

But SMK Tunku Abdul Rahman, Nibong Tebal, teacher Tan Eng Keong bucks the trend. He is a Living Skills teacher whom the students approach when they want to participate in an NiE contest.

Last year, after checking with his colleagues who teach English language and getting the go ahead from them, he volunteered to oversee “Campaign 4 Rewards 2008” contest.

“But I was busy at the beginning of this year and wasn’t planning to get involved with the Mag Inc 2009 contest but the students who read about it in The Star were keen to participate again. ‘Sir, please do it. We’ll help you,’ they said when I told them I didn’t have time. I just couldn’t say no,” shares Tan who had 75 students participate last year and 35 this year.

SMK (P) Sultan Ibrahim teachers Sakinah Ali and Habibah (right), showing the school’s five entries which were shortlisted for the finals of the Mag Inc 2009 in Johor Baru.

He would organise extra weekend lessons and allow the students to work on the three-page magazine as a group.

“They didn’t mind sacrificing their weekends to complete their entries. As their teacher, I am really happy with their commitment and I think it’s a really great project.”

Tan was introduced to NiE by his wife Hooi Siew Yeng who teaches English at SK Methodist Nibong Tebal. She has been involved with Star-NiE for many years and the children, especially those from an estate nearby, find the contest literally rewarding too.

“We were really touched when some of the kids from her school who won the KFC vouchers as prizes several years ago wanted to take their food home to share with their parents who had never had KFC before.

The Star executive editor Leanne Goh (second from left) and Balkis Ahmad (left), language unit head of the Petaling Perdana district education office, speaking to P. Vinothani (right), of SMK Seksyen 1, Bandar Kinrara, Puchong, and other teachers at the event.

‘Cikgu, boleh bawa balik tak? Ibu tak pernah makan KFC,’ one kid asked. It brought tears to our eyes,” shares Tan who was one of the teachers who attended Star-NiE’s 12th anniversary high tea in Penang on Monday.

High teas were held in Penang, Petaling Jaya and Johor over three consecutive days to thank over 550 teachers who have been faithful supporters of Star-NiE.

Hosted by The Star and Pizza Hut, the teachers had a ball of a time exchanging ideas and getting tips on the best ways to make the most out of the pullouts.

They also had the opportunity to look at some of the shortlisted entries for the state-level merit prize awards for Mag Inc.

Many walked away in awe of the work of the students and their thoughts on teenage angst, the theme for this year’s contest. On hand to welcome the teachers at all three locations was The Star executive editor Leanne Goh.

Apart from the generous servings of food, teachers were also given goodie bags that included issues of Kuntum, Galaxie and Flavours, as well as RM20 worth of Parkson vouchers, partially sponsored by Parkson.

Almost 250 teachers attended the central region function which was held at the Eastin Hotel on Tuesday.

SMK Seksyen 3, Bandar Kinrara teacher Nurlina Onn Abdullah said that the entries were very impressive, and the competition was a very good way to tap the students’ creative minds.

Asked whether she coached her students who entered the competition, she says: “Teachers in our school did not do much because we wanted to see what they could come up with on their own.”

Star-NiE contributor and teacher Mallika Vasugi says that the competition gives students a chance to widen their critical thinking skills and is an avenue to show their talents.

“We must not forget that education is not just academic. A major portion of learning is about gaining life experiences and exploring creativity, which Mag Inc allows students to do.”

She stresses the importance of newspapers, saying that teachers should think of incorporating their usage in classrooms because they are a bridge to the real world.

Teachers eagerly checking out the finalists of the Mag Inc merit awards. Almost 300 teachers attended the high tea in Petaling Jaya.

“Newspapers are always current. Apart from learning the English language, it also connects students with what is going on around them. Not using them would be like having a gold mine in front of you without recognising it.”

A table of teachers from the Sabak Bernam district were seen chattering away, while they enjoyed second and third helpings of dessert.

A teacher from SK Seri Utama, Sabak Bernam, Puziah Mohamed Shariff shares: “This is the first time we are attending this event as NiE is very new to us.

“We were especially impressed by The Star for their quick response to our needs recently and the way they handled the logistics, despite our location in a rural area.

Within a short span of time, they held workshops for some teachers and students in our district.”

Nurziatul Syima Muad from SK Tebok Jawa adds: “English is not commonly used among students in our district. By using Star-NiE in our classrooms, we would be able to make the lessons more interesting and fun!”

Over in the north, more than 150 teachers from as far as Kulim, Sungai Petani and Baling in Kedah turned up for the high tea held at the Cititel Hotel in Penang.

Nor Diyana Tan, who has been teaching English for the past 21 years in SMK Sultan Badlishah in Kulim, Kedah, says the NiE programme is very useful.

“My students learn new words and vocabulary by going through the pullout. The activities suggested are informative and practical,” she says, adding that her students get excited and show full concentration whenever the Star-NiE pullout is used.

“I also use the business section for students who are preparing for the Malaysian University English Test (MUET). They would look at the usage of words and write reports based on the charts and graphs,” she adds.

Teacher R. Parameswari from SMK Kulim says the Star-NiE pullouts allow students to learn in a fun way.

“Besides getting extra information, it also takes the boredom out of mundane lessons. I always believe in making lessons interesting,” she shares.

Ch’ng Chin Huat of SMJK Chung Ling says he encourages his students to read The Star every day as there are a lot of interesting articles on current issues.

Furziah Affandi, who started using NiE this year, says her students love using the pullouts and reading stuff@school. Her school receives sponsored copies from Advanced Micro Devices and representatives from the company received positive and enthusiastic feedback from the students when they came to observe her NiE lesson recently.

Joining in the festivities were representatives from Penang Seagate Technology, Suria College, Rapid Penang and Bukit Mertajam Summit Plaza who were among this year’s sponsors of The Star and the Star-NiE pullouts to schools.

Down south

For English teacher Habibah Ayub from SMK (P) Sultan Ibrahim in Johor Baru, seeing five Mag Inc entries from her school out of the 10 shortlisted for the state merit awards is “thrilling”.

“This is credit to the hard work the students put in. All the teachers brainstormed with the enthusiastic students before they produced their own magazines or video clips,” she says. Her school sent in 165 entries.

Habibah, 48, who is also the head of the school’s English unit, says that the English teachers were briefed on the competition requirements and its theme before they brainstormed with the students.

She adds that the efforts by Pizza Hut and The Star should be applauded as it gives students an avenue to practise English in a more informal manner.

“We’ve been subscribers of The Star for more than five years now. All the sections, especially Star-NiE’s pullout, have been very beneficial for the students, not just for English but for Science and Mathematics as well,” she says.

SMK Dato Jaafar English teacher Jothi Menon, 39, says that her students have improved in their English tremendously since the school started subscribing to Star-NiEevery Wednesday.

“RHB Bank also sponsors copies of the newspaperfor our school every Monday which allows our students to use the excellent Science and Maths guides F123 and F4F5.

“We use the newspaper in class and during our English Society meetings,” she says.

Jothi shares that her students have come a long way from having low proficiency in English to enjoying and mastering the language. This is evident in their enthusiasm in joining the competition.

“The competition cultivates their interest in learning English while nurturing their creativity. A total of 93 teams sent in their entries this year. The students have improved on their general knowledge as well; they now speak up when I quiz them on current affairs,” she adds.

She was among 60 teachers who attended the high tea held at the Puteri Pacific Hotel.

Other guests included officers from the Johor state education department, led by chief assistant director for Science Nor Ezah Mohammad, and the district education offices.

PUTRAJAYA: Action can be taken against teachers who start teaching Mathematics and Science fully in Bahasa Malaysia from next year instead of waiting for the actual implementation in 2012.

Education director-general Tan Sri Alimuddin Mohd Dom said such teachers would receive warning letters as the policy on the Teaching of Mathematics and Science in English (PPSMI) was on-going.

“They must continue teaching in English as the material used, such as textbooks and syllabus, are still in English,” he told reporters after chairing a roundtable meeting on the ministry’s new strategy to uphold Bahasa Malaysia and strengthen English (MBMMBI).

He urged headmasters and principals to monitor the situation.

“Although teachers are encouraged to include some terms for the two subjects in Bahasa Malaysia so students can have a ‘soft landing’, they must continue teaching in English,” he stressed.

Deputy Prime Minister Tan Sri Muhyiddin Yassin said last month that the Government had decided to reverse the PPSMI policy and revert to Bahasa Malaysia in national schools and Chinese and Tamil in vernacular schools.

He said this meant that from 2012, pupils in Years One and Four and students in Forms One and Four in national primary and secondary schools would study the two subjects in Bahasa Malaysia while those in vernacular schools would be taught in their mother tongue (Chinese and Tamil).

“The UPSR, PMR and SPM examinations will continue to be in two languages until 2016, 2013 and 2015 respectively,” he said.

This, he added, meant that the use of Bahasa Malaysia and mother tongue would be implemented fully in national primary and vernacular schools in 2017, and 2016 in secondary schools.

Asked why the two subjects could not be taught in Bahasa Malaysia and mother tongue from next year, Alimuddin said the ministry needed time to prepare for the change in policy.

“It takes a minimum of 18 months to prepare just the textbooks — from the drafting period, assessment meetings, the actual printing and sending the books to schools,” he said.

He said they also needed to study the views of experts in strengthening the English curriculum.

PUTRAJAYA: Action can be taken against teachers who teach Science and Mathematics totally in Bahasa Malaysia (BM) before the implementation of teaching of the two subjects in both BM and English next year.

The director-general of Education Tan Sri Alimuddin Mohd Dom said that, at the moment, teachers must teach the two subjects in English as the materials used like textbooks and computer software were still in English.

"School principals are entrusted to monitor the situation and warning letters should be issued to the teachers involved," he said in response to complaints from parents that some teachers had started teaching Science and Maths fully in BM.

However, he added, questions for the school tests like the midterm and yearend tests could be set in English or both languages.

Asked why teaching of the two subjects could not be fully conducted in BM next year since both BM and English would also be used from next year, he said the ministry needed some time to get ready the textbooks (18 months) and the software for the language labs in schools. "So, 2012 is a suitable time for the implementation (of the policy of teaching Science and Maths in BM)."

He said parents should not be unduly worried as the examination questions for the two subjects would be in both BM and English until 2016.

On another development, Alimuddin said teachers should monitor their students' condition and those unwell should be referred to the school authorities as a precaution to check the spread of influenza A (H1N1).

He said the ministry had so far spent RM2.6 billion on devices such as thermometers and face masks distributed to schools following the outbreak of the disease.

He added that since the outbreak, about 100 schools had to close temporarily but none for a second time. - Bernama

KUALA LUMPUR: The Education Ministry will draw up a new English curriculum that will be implemented in schools by 2012.

“We’re calling experts from the universities, NGOs (non-governmental organisations) and various bodies to discuss how we can establish a good English curriculum,” ministry director-general Tan Sri Alimuddin Mohd Dom said when officiating a National Union of Teaching Profession (NUTP) seminar Friday.

“This will be done in a span of four to five months from now.”

Alimuddin urged the public not to worry about a perceived decline in the standard of English when Mathematics and Science are taught in Bahasa Malaysia.

“I’m sure with the new strategy of Memartabatkan Bahasa Malaysia, Memperkukuhkan Bahasa Inggeris (Upholding Bahasa Malaysia, Strengthening English) and new approaches to teaching English, standards will improve,” he said.

Alimuddin said there had also been some negative feedback over his previous comment to siphon time away from other subjects for English, adding that the ministry would consider restructuring the entire timetable.

Alimuddin also announced that five teacher training colleges would be training teachers solely for English Language in three years’ time.

SEREMBAN: English teachers will be given additional incentives to teach in rural schools, said Deputy Prime Minister Tan Sri Muhyiddin Yassin.

He said these incentives would be over and above those already accorded to teachers currently serving in rural areas.

"We have no choice but to do this as the command of English among pupils in rural schools is poor," he said.

Muhyiddin said the ministry had yet to finalise the additional incentives.

He said the ministry would also send the best English teachers to these schools to help pupils.

"The ministry has in principle agreed to place the best English teachers in these schools. Good English teachers will be given priority if they want to move to these schools," he said.

Muhyiddin said the concept would be similar to "Teach For Australia" where good teachers volunteered to serve in remote areas to help pupils who did not have access to facilities common in urban areas.

"We will model our programme after the one in Australia. Teachers must be prepared to make sacrifices and we will in return grant them additional incentives," he said.

Since 2007, teachers posted to remote areas were given a special allowance of either RM1,500, RM1,000 or RM500 depending on the location they were in.

He was speaking to reporters after opening the National Headmasters' Education Convention and the National Headmasters Council delegates conference here.

Muhyiddin said the ministry would also set up special English laboratories and encourage English literature in schools.

Another measure is to get retirees to teach.

"We are also looking at the content of the curriculum to ensure the teaching of English is effective," he said adding that teachers would also be encouraged to use teaching aids such as the linguaphone.

(Linguaphone is one of the world's leading language training provider of self-study and assisted learning language training solutions).

On the additional 13,000 English teachers the ministry hoped to recruit in the next few years, he said most would be from public and private universities and language institutes.

Perth (Australia): Students who studied mathematics and computer science in the English language can continue to do so until the end of their schooling.

Deputy Prime Minister Tan Sri Muhyiddin Yassin said that he wanted to allay the concerns of parents.

"The Cabinet discussed and agreed upon, as some of my colleagues expressed their concern about students who are studying the two subjects in English and will be four to six years, and forms four and five, when the new policy will be the year 2012, "he told Malaysian media during a breakfast meeting at the end of his five-day trip here. (He returned to Kuala Lumpur later that evening.)

Muhyiddin, the education minister, said the students had begun learning the two subjects in English would continue to be held in English, and have the option of questions in English or Bahasa Malaysia.

"This is what I meant by a" soft landing ", as students will take time to get used to the new policy," he said.

When he announced last month that the government had decided to view the teaching of mathematics and computer science in English (PPSMI) and back to Bahasa Malaysia in national schools, Chinese and Tamil schools in the vernacular, he stressed that the government wanted a "soft landing".

This, he added, was the reason why the new policy in 2012 would begin, as this would enable the Office to have enough time to make the necessary preparations.

The reversal in policy means that from 2012 students in one and four years and forms one and four in the national primary and secondary schools, the two subjects in Bahasa Malaysia, while the dialect in schools teaching in their native language (Chinese and Tamil ).

The PPSMI policy was implemented in phases, starting with the year one, students and a six-Lower Austria in 2003.

At the same time, Muhyiddin, that some schools with a "different situations" could be the placement of the two subjects in Bahasa Malaysia, but with the condition that the students retain the option of answering questions in a language.

Meanwhile, Muhyiddin apologized for the actions of the Federal Territory Education Department officers, if they are to the 70 parents who found themselves locked in SMK Seri Hartamas, where they attempted to hold an extraordinary general meeting (EGM) to reverse the policy PPSMI.

"I apologize to the parents, as it is not fair to them. They want to discuss important issues and are thus in an appropriate manner.

"They will not do in the streets," he said.

He said the Department of Education should be the parent-teacher associations (PTA), to their feelings, as it was only right and proper for them to do.

"I'm not a dictator and the PTA can their agreement or letter to me," he said.

SMK Sri Hartamas PTA vice-chairman Datin Noor Azimah Abdul Rahim said she and the others only wanted to express their views and not protesting.

She had previously allowed to the EGM at SMK Sri Hartamas, but it was on Friday, what the parents are forced to out of school.

Muhyiddin said he was pleased that the policy had benefited PPSMI some students.

"It could work, but the problem is that they are isolated and (not) not (to find) the whole country.

"I want the community, whether they believe a flexible approach in a policy can be implemented," he said.

At his meeting with Malaysian students in Perth, Muhyiddin said he was Malaysian High Commissioner to Australia Datuk Ahmad Salman and Consul General of Malaysia in Western Australia Hamidah Ashari to examine the feasibility of establishing a Department of Malaysian students here.

"We need to know if you can afford it," he said, adding there were 3,000 Malaysian students in Perth

PETALING JAYA: Gerakan Youth welcomes the Government’s decision to allow students who started studying Mathematics and Science in English to continue doing so until the end of their secondary education.

“The Government had considered the students’ interests – allowing them to learn the two subjects without confusion or fear of which language to use,” said its secretary-general Dr Dominic Lau.

The interests of the students must always be of paramount consideration when changes are made to the education module, he added.

Dr Lau also suggested that the Education Ministry use original English scientific and mathematical terms and not “awkward translations” at secondary school level as it would result in inaccurate connotations and pose problems to the students when they pursued their higher education

KUALA LUMPUR: Barisan Nasional can retake Selangor and other Pakatan Rakyat states if it can prove it is a better alternative to the current state governments.

Former Prime Minister Tun Dr Mahathir Mohamad said Barisan however should not be complacent and think it could win in the next general election due to Pakatan’s infighting in the recent months.

“If this alternative is not good and we do not deliver on the promises made, the rakyat in disappointment will still choose the opposition. Whether they can govern or not is another matter,” he said after speaking at a forum organised by the Federation of Malay Economic Bodies.

Dr Mahathir, who led the country for 22 years, said the opposition won in five states in the last general election not because the people liked them or thought they could form a better government.

“They won because the people were fed up with the leadership then,” he said.

He echoed Prime Minister Datuk Seri Najib Tun Razak’s view that Pakatan might not last because of glaring fundamental differences in their component parties’ ideology and political stances.

“Of course we don’t expect these people to be able to run the country. How can they work together when they have such opposing stands on many issues?” he asked.

He said DAP and PAS were being made use of by PKR adviser Datuk Seri Anwar Ibrahim to fulfil his dream of becoming prime minister.

“Anwar are using these two parties so that he can succeed. These people are all being made use of by him,” he said.

On the teaching of Science and Mathematics in English, Dr Mahathir warned that Barisan Nasional could stand to lose heavily in the next general election for revising the policy.

Dr Mahathir, who initiated the change to use English for teaching Science and Mathematics, asserted that there were still many parents who wanted to retain the policy.

He also criticised the Government for not taking advantage of computer technology to ensure the success of the policy.

“I have given my suggestions but the Education Ministry did not act on them.

“You can’t teach Science and Mathematics in English with the present teachers because they don’t understand English,” he said.

“You can use computer software which will teach both the students and the teachers.”